At The Columbus School, newly painted walls, high-tech screens, and improved gardens hint at a commitment to excellence. But as upgrades continue, students and staff are beginning to wonder: Are these investments truly enhancing life on campus—or just surface-level improvements?

This investigation explores whether the school’s infrastructure spending is focused on what matters: learning comfort, student feedback, and long-term functionality.

One of the main concerns raised by both students and teachers isn’t about serious defects but rather about how resources are prioritized.

“It’s not that things are broken,” said Bradford Strenton, a high school teacher. “It’s more about asking: are we improving what makes a difference in the classroom?”

Strenton pointed out that some classrooms feel cold, especially in the mornings, which can make it harder for students to concentrate.

“Some rooms are drafty, and when students are cold, they’re distracted,” he said.

For students like Cristobal Uribe, it’s the smaller comfort issues—like temperature, furniture, or Wi-Fi lag—that add up.

“We’re lucky to have really good infrastructure, but sometimes the Wi-Fi is slow, or a classroom is freezing,” Uribe said.

He also questioned some recent aesthetic updates, such as decorative plants and murals. “They look nice, but I don’t know if they were needed,” he added.

According to an unnamed facilities manager at TCS, infrastructure decisions are based on maintenance schedules and yearly evaluations. While most classrooms are in excellent condition, the school still receives feedback about minor inconveniences.

“Most reports we get are about room temperature, projector updates, or slow internet in some wings,” the facilities manager said.

Strenton agreed that while the school is well-equipped, some technology needs regular upkeep. “When a screen doesn’t calibrate or a projector flickers, it interrupts the class flow,” he said.

Students like Maia Gallón appreciate the upgrades but feel more could be done to include student input in decisions.

“The digital boards and plants are cool, but I wish students could be asked what’s useful,” Gallón said.

She believes that while the school is far ahead in terms of infrastructure compared to other institutions, there’s still room for smarter spending.

“Maybe we don’t need more style—we need more function,” she said.

Gallón also noted how temperature plays a role in motivation. “In the colder classrooms, I just want to curl up in a hoodie instead of paying attention,” she said with a laugh.

The facilities manager confirmed that heating and airflow are being adjusted regularly. “We’ve installed new windows and insulation in several rooms to reduce the cold,” he explained.

Outside experts agree that schools in colder climates must pay extra attention to comfort. Dr. Ana Mejía, an advisor on educational spaces, emphasized the importance of listening to users of the space.

“If a space is cold or uncomfortable, it impacts learning—even in small ways,” Mejía said. “Premium schools should lead not just in looks, but in responsiveness.”

She added, “The best campuses focus on what the users—students and teachers—experience every day.”

Gallón thinks students should have a bigger role in providing feedback. “We don’t want to complain—we just want to help improve things,” she said.

Even Uribe, who’s grateful for the facilities, believes that function should lead aesthetics. “Everything works fine most of the time,” he said. “But if something’s going to be improved, it should be what affects learning first.”

As TCS continues to upgrade its infrastructure, the challenge is not about fixing major flaws but fine-tuning an already strong system. The debate remains: Should investments prioritize modern looks, or should they focus on what students and teachers need day-to-day?

“It’s a great campus,” said Strenton, “but even great places can keep getting better—with the right input.”